The name of the following active learning investigation is what I call D.P.I.R., which stands for Discuss, Plan, Implement and Reflect. The active learning investigation was created during my student teaching experience in preparation for the EdTPA. I created a specific lesson plan with D.P.I.R in mind, which was implemented in a 9th grade, Algebra 1 classroom. I could not find a specific name, nor specific research that exactly aligns with the D.P.I.R active learning strategy. D.P.I.R is something that I came up with on my own. During my student teaching experience, I needed to create discussion in math on representing box plots on a real number line. I could not find a discussion strategy with what I wanted to do. I brainstormed and what I ended up with is a lesson that utilizes D.P.I.R. In the lesson, students are provided a scenario with a specific task to accomplish. With the inquiry nature of the activity, I recommend that students have ample scaffolding in order to complete the task provided. When implementing D.P.I.R, students are provided a specific scenario in which students are encouraged to discuss what the objective is, create a plan to achieve that objective, attempt to achieve that objective, and reflect on how the activity went. The D.P.I.R strategy can be implemented into any classroom as a group or whole class activity. I feel the D.P.I.R strategy is important for students because it provides problem solving skills that extends outside of the classroom by working with others while working to achieve common core standards. It forces students to collaborate with peers working together to achieve the learning objective. In the example provided, students work together to create a human box plot. Students are given an scenario in which the solution is unknown, and must work together to find the solution. Below are three attached items, one attachment is the lesson plan for the Human Box Plot, the other is the Human Box Plot activity and instructional resources for the activity.
ALI
The name of the following active learning investigation is what I call D.P.I.R., which stands for Discuss, Plan, Implement and Reflect. The active learning investigation was created during my student teaching experience in preparation for the EdTPA. I created a specific lesson plan with D.P.I.R in mind, which was implemented in a 9th grade, Algebra 1 classroom. I could not find a specific name, nor specific research that exactly aligns with the D.P.I.R active learning strategy. D.P.I.R is something that I came up with on my own.
During my student teaching experience, I needed to create discussion in math on representing box plots on a real number line. I could not find a discussion strategy with what I wanted to do. I brainstormed and what I ended up with is a lesson that utilizes D.P.I.R. In the lesson, students are provided a scenario with a specific task to accomplish. With the inquiry nature of the activity, I recommend that students have ample scaffolding in order to complete the task provided. When implementing D.P.I.R, students are provided a specific scenario in which students are encouraged to discuss what the objective is, create a plan to achieve that objective, attempt to achieve that objective, and reflect on how the activity went. The D.P.I.R strategy can be implemented into any classroom as a group or whole class activity. I feel the D.P.I.R strategy is important for students because it provides problem solving skills that extends outside of the classroom by working with others while working to achieve common core standards. It forces students to collaborate with peers working together to achieve the learning objective. In the example provided, students work together to create a human box plot. Students are given an scenario in which the solution is unknown, and must work together to find the solution. Below are three attached items, one attachment is the lesson plan for the Human Box Plot, the other is the Human Box Plot activity and instructional resources for the activity.